Public Speaking: The Evolving Art, 3rd Edition Stephanie J. Coopman | James Lull solutions manual and test bank

Public Speaking: The Evolving Art, 3rd Edition Stephanie J. Coopman | James Lull solutions manual and test bank

Instructor’s Resource Manual

For

Public Speaking: The Evolving Art

Third Edition

Diane Carter

University of Idaho

Stephanie J. Coopman

San Jose State University

TABLE OF CONTENTS

Prepare It	1
Teaching Public Speaking: Best Practices	1
Classroom Logistics	3
Persuasive Speech Evaluation	5
Informative Speech Evaluation	7
Informative Speech Form	9
Small Group Presentation Evaluation Form	11
Persuasive Evaluation Form for Students	13
Informative Evaluation Form for Students	15
Preparation Outline Evaluation Form	17
Sample Syllabus for Public Speaking Courses	18
Fifteen Week Schedules	21
Teach It	25
Integrating Technology into the Public Speaking Course: Best Practices	25
Teaching Fully Online Courses: Best Practices	27
Public Speaking: The Evolving Art Technology Resources	29
Chapter by Chapter	32
Chapter One	32
Chapter Two	49
Chapter Three	63
Chapter Four	78
Chapter Five	91
Chapter Six	108
Chapter Seven	124
Chapter Eight	137
Chapter Nine	153
Chapter Ten	166
Chapter Eleven	180
Chapter Twelve	195
Chapter Thirteen	209
Chapter Fourteen	223
Chapter Fifteen	238
Chapter Sixteen	253

PREPARE It

Teaching Public Speaking: Best Practices

1. Create a positive communication climate in your classroom. Many students are apprehensive about public speaking; therefore it is imperative that the instructor create a climate where fears can be addressed and constructive criticism is given sensitively. Creation of this supportive climate begins on Day One of the class. Utilize the introductory activities provided in this manual to help students get to know each other. Tell the class about yourself and how you felt about public speaking when you were a novice. Invite dialogue and class participation during each class meeting.

2. Give many opportunities for constructive feedback. Structure instructor comments orally and in writing for each graded speaking opportunity. Begin by telling the student what he/she did right, citing two or three strengths of the performance. Then, discuss the “challenges” they still have to conquer in order to improve their performance. As the course progresses, allow the students in the audience to provide feedback orally so they may develop their skills as critically engaged audience members. Stress the importance of providing constructive and specific feedback. The instructor should model appropriate oral feedback for the class prior to inviting student feedback.

Written feedback should be provided on a structured evaluation sheet (provided in this manual). It should be returned to the student in a timely manner.

In an effort to develop students’ ability to be self-reflective, allow the speaker to critically evaluate their performance through the use of an evaluation form.

It is helpful for speakers to be evaluated by their peers. For each speaker, 4-5 students in the audience should be given an evaluation sheet to fill out (provided in this manual). This feedback should be given to the speaker along with the instructor’s evaluation.

3. Keep students engaged in the course by linking discussion topics, activities, and speech examples to current events. Award course points to students who bring in examples and topics from the outside world. Allow them to develop speeches that are meaningful to their lives. Audience analysis is as important in developing your course as it is in developing a public speech.

If possible, assign a speech that will be given to audience members outside the classroom. The setting may be in their dormitory, workplace, church, community group, or in front of a group of family and friends. Students should videotape their speech.

4. Develop diverse types of graded assignments for the class. Give students an opportunity to write speech analyses, contribute to classroom discussions, and take quizzes and examinations, as well as present speeches. This allows students who might not have progressed in a performance setting to experience success in the class as they build the foundation to become a competent public speaker.

5. Provide training opportunities for students to use the Internet and other communication technologies. Invite speakers to the classroom who are well-versed in using the Internet as a research tool or who can provide a basic primer on using PowerPoint. Assign activities that utilize technology so students will have hands-on experiences.

6. Gradually increase the degree of difficulty for performance assignments. As students learn new skills, they should be incorporated into the speech assignments. Thus, certain speeches should be worth more points than others because they are more complex in nature and longer in length. The final speech should be a culmination of the material covered during the semester.

7. Use the textbook’s chapter on listening as a springboard for discussing what it means to be a member of an audience. The classroom is an incubator for competent public speakers. Therefore, the students need to be engaged in the speaking process as supportive audience members for their peers. This means they need to listen to each speech carefully and critically, refrain from entering or leaving the classroom while a speech is in progress, and be prepared to provide constructive feedback to each speaker.

Classroom Logistics (Face-to-Face and Hybrid Courses)

1. Assigning Speaking Days. When speeches are assigned, the days for speaking should be made available. The instructor can use the lottery method for assigning days where students pull dates from a hat. Another alternative is to pass around a sign-up sheet. Start the sheet at different places around the room so that, over the course of the semester, students will have similar chances of signing up early. Students should have the opportunity to swap speaking days if other obligations prevent them from performing on the date given to them. This opportunity rests on 2 assumptions: both students consent to the swap and the instructor is notified of the change immediately.

2. Determining the Number of Needed Speaking Days. Allow time for providing feedback for each speaker when calculating how many days will be devoted to performing speeches. The instructor should include extra time at the start of each class to address class questions and between speakers if technology will be used in the speeches.

3. Coordinating Technology Needs. Students should inform the instructor of their technological needs prior to their speaking day so the needed equipment can be in place. Negotiating who is responsible for technology equipment will vary by classroom so instructors should discuss technology needs with their students.

4. Evaluating the Speech. A copy of the evaluation form the instructor will use to grade the speech should be given to the students when the speech is assigned. This gives students the opportunity to use the form as a guiding tool as they are writing their speech.

5. Addressing Make-up Speeches. The instructor should develop a policy for make-up speeches and stick to it. This policy should appear in the class syllabus and should be discussed on the first day of class and again when each speech is assigned.

6. Timing Speeches. Instructors need to purchase a stop watch for timing speeches. On performance days, ask a student to time the speeches so the instructor may focus on the evaluation of the speech. Prepare three note cards with “2 minutes,” “1 minute,” and “0 minutes” on each. The student assistant should hold these up at the proper times to alert speakers of the time. Discuss this system with the class prior to the speaking days so confusion is avoided during a speech.

7. Videotaping Speeches. At least once during the semester, speeches should be videotaped. The video is a powerful evaluative tool for students. A student assistant should be enlisted to stop/start the video. Students will be responsible for bringing in their own videotape or thumb drive. Discuss the format of the videotape they need to supply with students early in the semester and again when giving the speech assignment. Be prepared for some students to neglect to bring the required tape or thumb drive. State your policy for this situation in your course syllabus and in the speech assignment.

In an on-line learning environment, instructors should consider requiring students to upload their speeches to Practice and Present for evaluation and grading. Be sure to discuss how to do this well before the speech deadline.

PERSUASIVE SPEECH EVALUATION

Speaker’s Name____________________________________________ Date ______________

Introduction:

Attention-getting? ™ Effective ™ OK ™ Poor

Speaker communicated credibility

and confidence? ™ Effective ™ OK ™ Poor

WIIFM question addressed? ™ Effective ™ OK ™ Poor

Preview of main points (thesis) offered? ™ Effective ™ OK ™ Poor

Body:

Well-organized and easy to follow? ™ Effective ™ OK ™ Poor

Flowed smoothly? ™ Effective ™ OK ™ Poor

Interesting and connected to audience? ™ Effective ™ OK ™ Poor

Sufficient support for each main point? ™ Effective ™ OK ™ Poor

Smooth transitions from point to point? ™ Effective ™ OK ™ Poor

Persuasive strategies sound and convincing? ™ Effective ™ OK ™ Poor

Visual Aids:

Did they enhance the vocal message? ™ Effective ™ OK ™ Poor

Professional looking and easy to read? ™ Effective ™ OK ™ Poor

Delivered well? ™ Effective ™ OK ™ Poor

Conclusion:

Reviewed main ideas with the audience? ™ Effective ™ OK ™ Poor

Call for action issued? ™ Effective ™ OK ™ Poor

Delivery:

Voice? Loud enough? ™ Effective ™ OK ™ Poor

Vocal variety (or monotone)? ™ Effective ™ OK ™ Poor

Enough direct eye contact? ™ Effective ™ OK ™ Poor

Appropriate gestures, posture,

and movements? ™ Effective ™ OK ™ Poor

Rate (too fast or slow)? ™ Effective ™ OK ™ Poor

MOST EFFECTIVE ASPECTS OF YOUR PRESENTATION:

WHAT I THINK YOU COULD WORK ON FOR FUTURE PRESENTATIONS:

INFORMATIVE SPEECH EVALUATION

Speaker’s Name: _____________________________ Title: __________________________ Date: ____________

1 = Failed to meet this goal 2 = Poor 3 = Average 4 = Good 5 = Outstanding

Introduction:

Attention-getting? 1 2 3 4 5

Speaker established ethos? 1 2 3 4 5

WIIFM question addressed? 1 2 3 4 5

Preview of main points offered?

(thesis stated?) 1 2 3 4 5

Body:

Well-organized and easy to follow? 1 2 3 4 5

Evidence of knowledge/research? 1 2 3 4 5

Language use? 1 2 3 4 5

Effective eye contact and vocal delivery? 1 2 3 4 5

Interesting information and connected

directly to this audience? 1 2 3 4 5

Conclusion:

Reviewed thesis? 1 2 3 4 5

Provided closure? 1 2 3 4 5

MOST EFFECTIVE ASPECTS OF THIS PRESENTATION:

WHAT I BELIEVE YOU NEED TO WORK ON FOR FUTURE PRESENTATIONS:

INFORMATIVE SPEECH FORM

Speaker:______________________________ Topic:___________________________

Key: 1 = Beginning 2=Developing 3=Competent 4=Accomplished

_______________________________________________________________________

Message Organization

_______ Introduction

Attention getter? Establish credibility?

Thesis statement clear? Audience connection?

Preview of points?

________ Body/Main Points

Clear? Logical organization?

Transitions used?

________ Conclusion

Signal to end? Restate thesis?

Summarize main points?

Close with impact?

Message Content

________ Supporting Materials

Relevant? Sufficient? Wide variety?

Personal examples/stories/testimony?

Informative?

________ Outside Sources

Credible? Sufficient?

Cited sources during speech?

_________ Visual Aids

Facilitated message understanding?

Professional in appearance?

Presented well?

Physical Delivery

_________ Audience Awareness

Eye contact? Body orientation?

__________ Body Movement

Posture? Gestures? Movement?

__________ Voice

Volume? Rate? Tone? Pitch?

Clear articulation? Correct pronunciation?

_________ Expressiveness

Facial expressions? Vocal variety?

Energy/dynamism? Sincerity?

_________ Fluency

Flow of delivery? Conversational?

Extemporaneous?

__________ Overall Impact TIME:

Speaker credibility? Followed assignment?

Effective Q & A? Within time limit?

Overall Ranking

Accomplished Competent Developing Beginning GRADE:

4. 3.5 3 2.5 2 1.5 1

SMALL GROUP PRESENTATION EVALUATION FORM

Speakers’ Names____________________________________________ Date ______________

Title of Presentation______________________________________________________

Introduction:

Attention-getting? ™ Effective ™ OK ™ Poor

Speakers communicated credibility

and confidence? ™ Effective ™ OK ™ Poor

Topic related to audience? ™ Effective ™ OK ™ Poor

Preview of main points (thesis) offered? ™ Effective ™ OK ™ Poor

Group members introduced? ™ Effective ™ OK ™ Poor

Body:

Well-organized and easy to follow? ™ Effective ™ OK ™ Poor

Flowed smoothly? ™ Effective ™ OK ™ Poor

Interesting and connected to audience? ™ Effective ™ OK ™ Poor

Sufficient support for each main point? ™ Effective ™ OK ™ Poor

Smooth transitions from point to point? ™ Effective ™ OK ™ Poor

Smooth transitions from speaker to speaker? ™ Effective ™ OK ™ Poor

Conclusion:

Reviewed main ideas with the audience? ™ Effective ™ OK ™ Poor

Provided memorable closure? ™ Effective ™ OK ™ Poor

Discussion: Were questions answered

accurately, clearly, effectively? ™ Effective ™ OK ™ Poor

Delivery:

Voice? Loud enough? ™ Effective ™ OK ™ Poor

Vocal variety (or monotone)? ™ Effective ™ OK ™ Poor

Enough direct eye contact? ™ Effective ™ OK ™ Poor

Appropriate gestures, posture,

and movements? ™ Effective ™ OK ™ Poor

Rate (too fast or slow)? ™ Effective ™ OK ™ Poor

Delivery style consistent across speakers? ™ Effective ™ OK ™ Poor

MOST EFFECTIVE ASPECTS OF THE PRESENTATION:

WHAT I THINK THE GROUP COULD WORK ON FOR FUTURE PRESENTATIONS:

PERSUASIVE EVALUATION FORM (FOR STUDENTS)

Speaker’s Name: _________________________________

Evaluator’s Name:_________________________________

Persuasive Strategies

_______1. Was the goal of the speech clear?

_______2. Did the speaker introduce the topic clearly?

_______3. Did the speaker present sound arguments?

_______4. Did the speaker provide support for their claims?

_______5. Did the speaker use emotional language to motivate the audience?

_______6. Did the speaker’s use of supporting material meet ethical standards?

Structure of the Speech

_______1. Was the speaker’s introduction effective?

_______2. Was the speaker’s message well-organized?

_______3. Were the main points identifiable?

_______4. Did the speaker use transitions effectively?

_______5. Did the conclusion summarize the main points of the speech?

_______6. Was a call to action issued?

Delivery of the Speech

_______1. Did the speaker use his/her voice effectively?

_______2. Was the speaker dynamic?

_______3. Did the speaker use their body movements to enhance their message?

_______4. Did the visual aids enhance the speaker’s verbal message?

_______5. Were the visual aids professional-looking?

_______6. Were the visual aids presented well?

Comments for the Speaker:

INFORMATIVE EVALUATION FORM (FOR STUDENTS)

Speaker’s Name: _________________________________

Evaluator’s Name:_________________________________

Content

_______1. Was the goal of the speech clear?

_______2. Did the speaker introduce the topic clearly?

_______3. Did the speaker provide support for their main points?

_______5. Did the speaker use stories/examples/testimony to connect with the audience?

_______6. Did the speaker’s use of supporting material meet ethical standards?

Structure of the Speech

_______1. Was the speaker’s introduction effective?

_______2. Was the speaker’s message well-organized?

_______3. Were the main points identifiable?

_______4. Did the speaker use transitions effectively?

_______5. Did the conclusion summarize the main points of the speech?

Delivery of the Speech

_______1. Did the speaker use his/her voice effectively?

_______2. Was the speaker dynamic?

_______3. Did the speaker use their body movements to enhance their message?

_______4. Did the visual aids enhance the speaker’s verbal message?

_______5. Were the visual aids professional-looking?

_______6. Were the visual aids presented well?

Comments for the Speaker:

PREPARATION OUTLINE EVALUATION FORM

Name:________________________________

Did the writer include the TOPIC, GENERAL PURPOSE, SPECIFIC PURPOSE, and THESIS STATEMENT at the top of the outline?

Comments:

Were the parts of the speech (INTRODUCTION, BODY, and CONCLUSION) separated and labeled?

Comments:

Was each MAIN POINT presented as a SINGLE FULL SENTENCE?

Comments:

Were the MAIN POINTS organized appropriately?

Comments:

Were SUB-POINTS and SUB-SUB-POINTS properly organized? Did the writer demonstrate adequate DEPTH of information?

Comments:

Were SOURCES OF INFORMATION noted within the structure of the outline?

Comments:

Was a standard alpha-numeric OUTLINING FORMAT used?

Comments:

Did the writer write in the TRANSITIONS between each part of the presentation and between each main point?

Comments:

Was a BIBLIOGRAPHY attached to the outline?

Comments:

GRADE:____________

Sample Syllabus for Public Speaking Courses

(References to technology are included for hybrid and online courses.)

Course Number & Title

Instructor Contact Information

Please note that the instructor of this course reserves the right to make adjustments in the assignments and format of this online class at any time during the course. Such adjustments will only be made to enhance the course and/or meet the unique learning needs of the students who are enrolled.

CATALOG COURSE DESCRIPTION:

COURSE OBJECTIVES: By the end of the semester, students will:

REQUIRED MATERIALS:

Coopman, Stephanie J., and James Lull. Public Speaking: The Evolving Art. Third Edition. Boston, MA: Cengage Learning, 2015

Tapes or CDs (your instructor will let you know which), on which to record your speeches.

An active school email account that you check on a regular basis. Your instructor will utilize Blackboard (Bb) technology in this course to communicate assignments, promote discussion, and/or disseminate additional information relative to your learning.

REQUIRED TECHNOLOGY and SKILLS:

This course requires that you have DAILY access to a computer with up-to-date software and technology that allows you to easily send and receive email and view streamed video. Ideally, you should have access to high-speed Internet as well. Students should also have a good, reliable printer.

Students enrolled in this course must also be able to:

1. Successfully submit attachments to email (WORD docs only, unless otherwise specified by your instructor).

2. Quickly learn to use Bb technology.

3. Participate in online discussion boards, as assigned by your instructor.

4. Take online exams via Bb.

5. KEEP back-up copies of EVERYTHING on your hard drive in the event that your instructor would ask you to re-submit a document or submit a document in hard-copy format. TECHNOLOGY DOES FAIL US FROM TIME TO TIME!

POLICIES:

Due dates and times will be clearly articulated by the instructor ahead of time. No late work is accepted, unless an official university-approved excuse is submitted prior to the due date. The instructor reserves the right to re-negotiate new due dates, under special circumstances; penalties for negotiated due dates may be incurred. THE INSTRUCTOR WILL GRADE ASSIGNMENTS AND POST GRADES WITHIN 10 DAYS OF THE DUE DATE. Please check your grade book on a regular basis and let the instructor know within 2 WEEKS of the due date if a grade has not been posted for you. After 2 WEEKS, the grade will not be posted.

Absences: State your department’s attendance policy here.

Assignments: All major assignments are designed for you to integrate gained knowledge from this course. They are important not only for learning assessment to take place, but to reinforce long-term retention and understanding of human communication processes and skills. Therefore, YOU MUST COMPLETE ALL ASSIGNMENTS in order to receive a passing grade for this course. Failure to complete any major assignment will result in failure of this course (i.e., speeches, major papers).

Your instructor expects your work to be your own. Copying, borrowing, plagiarizing (using another’s materials without proper documentation), or in any way representing others’ work as your own is a serious academic offense and may result in a failing grade for the course, and can result in expulsion from the university. If you are not sure about plagiarism, please consult with your instructor before you turn in the assignment. Please refer to the rules, regulations, and penalties for academic misconduct in your Student Handbook.

Netiquette: The foundation of effective communication is being “other-oriented.” It is important that everyone has mutual respect for one another in interactions related to this course. Online discussions and emails should be free of racist, sexist, or other unethical language that might make your instructor and others in the online learning community uncomfortable. Refrain from using online discussion boards for anything other than course-related exchanges. Netiquette should also be extended to your instructor!

Please address me as (preferred name). Remember that your instructor is not one of your friends. Your emails should be respectful in tone and written in full sentences. Include your full name in all communication and the course number in your email subject